Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Curriculum and Instruction (5)
- Educational Methods (5)
- Special Education and Teaching (3)
- Arts and Humanities (2)
- Elementary Education (2)
-
- Language and Literacy Education (2)
- Reading and Language (2)
- Science and Mathematics Education (2)
- Teacher Education and Professional Development (2)
- Bilingual, Multilingual, and Multicultural Education (1)
- Biology (1)
- Communication Sciences and Disorders (1)
- Disability and Equity in Education (1)
- Educational Administration and Supervision (1)
- Educational Assessment, Evaluation, and Research (1)
- Educational Leadership (1)
- Educational Psychology (1)
- Elementary Education and Teaching (1)
- Elementary and Middle and Secondary Education Administration (1)
- Higher Education (1)
- Life Sciences (1)
- Linguistics (1)
- Medicine and Health Sciences (1)
- Other Education (1)
- Other Teacher Education and Professional Development (1)
- Secondary Education and Teaching (1)
- Social and Behavioral Sciences (1)
- Institution
-
- St. Catherine University (2)
- Dordt University (1)
- East Tennessee State University (1)
- Florida International University (1)
- Georgia Southern University (1)
-
- Marshall University (1)
- Old Dominion University (1)
- Otterbein University (1)
- Southeastern University (1)
- State University of New York College at Buffalo - Buffalo State College (1)
- The University of Southern Mississippi (1)
- University of Nebraska - Lincoln (1)
- Walden University (1)
- Western Kentucky University (1)
- Western University (1)
- Publication
-
- Masters of Arts in Education Action Research Papers (2)
- Communication Disorders & Special Education Faculty Publications (1)
- Dissertations (1)
- Education Publications (1)
- Electronic Theses and Dissertations (1)
-
- Georgia Educational Research Association Conference (1)
- Honors Theses (1)
- Journal of Inquiry and Action in Education (1)
- Master of Education Program Theses (1)
- Masters Theses/Capstone Projects (1)
- Selected Honors Theses (1)
- South Florida Education Research Conference (1)
- Theses, Dissertations and Capstones (1)
- UCARE Research Products (1)
- Walden Dissertations and Doctoral Studies (1)
- Publication Type
Articles 1 - 16 of 16
Full-Text Articles in Education
Once More With Feeling: Elementary Classroom Teachers’ Perceptions Of The Effectiveness Of Reader’S Theater, Alissa Marie Allen
Once More With Feeling: Elementary Classroom Teachers’ Perceptions Of The Effectiveness Of Reader’S Theater, Alissa Marie Allen
Selected Honors Theses
Due to the No Child Left Behind policy of 2001, school systems are held to a higher standard with more advanced curricular aims. The resulting intense focus on content leaves little time for extracurricular activities such as the arts. Yet, educators may still include the arts in their classrooms by integrating the arts into curricular content. For example, the use of an arts integrated reader’s theater gives teachers the opportunity to integrate all four strands of the arts and teach oral reading fluency.
This study was guided by the enquiry of how reader’s theater integrates the arts and influences student …
Fives: An Integrated Strategy For Comprehension And Vocabulary Learning, Mary Shea, Nancy Roberts
Fives: An Integrated Strategy For Comprehension And Vocabulary Learning, Mary Shea, Nancy Roberts
Journal of Inquiry and Action in Education
This article describes a strategy that emphasizes the integration of all language and literacy skills for learning across content areas as well as the importance CCSS place on learners’ ability to ask questions about information, phenomena, or ideas encountered (Ciardiello, 2012/2013). FIVES is a strategy that meaningfully integrates research-based methodologies associated with reading, writing, speaking, listening, viewing, and visually representing for differentiated disciplinary literacy instruction related to authentic texts and issues. The strategy described can be universally applied across disciplines to develop high levels of competence with literacy processes and content.
Using Planned Reading Circles To Increase Pre-Service Special Education Teachers' Content Knowledge, Yvonne Hefner
Using Planned Reading Circles To Increase Pre-Service Special Education Teachers' Content Knowledge, Yvonne Hefner
Georgia Educational Research Association Conference
This presentation will describe the implementation of an appropriate and effective teaching method to help pre-service teacher candidates learn about major course topics. As a method of teaching course content the presenter implements reading circles and the use of the wiki to teach course content in a college course for pre-service special education teacher candidates. The reading circles offer a direct way to encourage reading of course content and, in turn, lead to a better understanding of course content. The wiki allows the students to construct, discuss, revise, and fine-tune their understandings and interpretations of assigned readings. Both the reading …
A Qualitative Inquiry Into One Teacher’S Metacognitive Processes As They Influence Reading Instruction, Jennifer Antoniotti-Neal
A Qualitative Inquiry Into One Teacher’S Metacognitive Processes As They Influence Reading Instruction, Jennifer Antoniotti-Neal
Dissertations
Despite over 40 years of research on the importance of metacognitive strategy instruction for increased student reading achievement, minimal research has been conducted to explore teacher’s explicit awareness of their metacognition and their ability to think about, talk about, and write about their thinking (Block & Pressley, 2002). Therefore, this qualitative case study investigates one teacher’s understanding of metacognitive awareness and missed opportunities for metacognitive comprehension strategy instruction in a reading classroom. One fourth-grade reading teacher from a proficient rural elementary school participated in this study. The data analysis results suggest that the participant’s metacognitive knowledge was limited and comprehension …
Oral Reading Fluency And Comprehension, Shekeyla D. Roberts
Oral Reading Fluency And Comprehension, Shekeyla D. Roberts
South Florida Education Research Conference
No abstract provided.
Teaching History: Effective Teaching For Learning History - Chronological Vs. Thematic Approaches To Student Historical Comprehension, Shane Williams
Teaching History: Effective Teaching For Learning History - Chronological Vs. Thematic Approaches To Student Historical Comprehension, Shane Williams
Master of Education Program Theses
This action research study investigated the effects of different types of instruction on student learning of historical thinking. There are several instructional methods to teaching history but most fall into two major approaches: chronological or thematic. This study used twenty-eight high school students in two sections of a junior-senior World History course. The research project utilized three full eighteen day instructional units: The World War II unit was taught from the chronological perspective, the Cold War unit was taught from the thematic, and the instruction for the globalization unit utilized a blended approach or combination of the chronological and thematic …
Exploring Effective Reading Strategies That Promote Higher Level Thinking And Comprehension For A Chinese-Speaking College Student, Panyang Wu
Masters Theses/Capstone Projects
The purpose of the case study was to explore some effective literacy strategies that prompt higher-level thinking abilities to help one Chinese English as Foreign Language (EFL) student who struggles with academic reading in college classes at a small, liberal arts college. Only one participant named Cathy was involved in the study. Cathy is a Chinese student who studied at college as a regular undergraduate student and had poor performance in her college level literacy class, as indicated by her professors and Cathy herself. Cathy was expected to improve reading comprehension by receiving an intensive one-month reading development intervention, which …
Increasing Motivation To Improve Reading Comprehension, Katelyn Larson, Kelsey Ledger, Ashley Mastel
Increasing Motivation To Improve Reading Comprehension, Katelyn Larson, Kelsey Ledger, Ashley Mastel
Masters of Arts in Education Action Research Papers
This action research study focused on the effects implementing multiple reading strategies and reading activities had on student reading comprehension and motivation. Research was conducted with 56 students from a first grade, fifth grade, and seventh grade classroom. Data was collected from comprehension assessments, teacher observations, and the implementation of a book challenge adapted from The Book Whisperer: Awakening the Inner Reader in Every Child by Donalyn Miller. Activities from the book challenge included student self reflections, book reviews, reading journals, and student to teacher letter correspondences about reading experiences. Results indicated that student reading comprehension in each classroom improved …
Close Reading Strategies For Difficult Text: The Effects On Comprehension And Analysis At The Secondary Level, Kimberly Goblirsch
Close Reading Strategies For Difficult Text: The Effects On Comprehension And Analysis At The Secondary Level, Kimberly Goblirsch
Masters of Arts in Education Action Research Papers
Literacy skills are an essential component in transitioning from learning to read to reading to learn. But reading to learn has several levels of difficulty. This research focuses on exploring in what ways close reading strategies of difficult text can impact comprehension and analysis. The participants of the intervention were ninth-grade students of various reading ability levels at a rural public high school. During the six-week period, students used formative assessments, annotations, and written responses to determine if gains in comprehension and analysis scores can be connected. The pre- and post-intervention data reflects how students achieved with and without close …
The Effect Of An Ipad Application With Systematic Instruction On Ela Related Skills For High School Students With Significant Disabilities, Andrew C. Baxter
The Effect Of An Ipad Application With Systematic Instruction On Ela Related Skills For High School Students With Significant Disabilities, Andrew C. Baxter
Electronic Theses and Dissertations
The following study looks to examine the effect of an iPad application on the English Language Arts (ELA) skills of listening comprehension for students with significant disabilities. The procedure was evaluated using a multiple probe across participants single case design. Outcomes were measured for improved ELA skills after intervention and were also measured for student engagement. Building upon the research of recent studies that have sought to develop and adapt grade-level literature for students with moderate and severe disabilities, this study seeks to find the effectiveness of an adapted text version of To Kill a Mockingbird, by Harper Lee for …
An Evaluation Of Two Peer Literacy Strategies For The Development Of Reading Comprehension In Third Grade, Low-Income Students, Olivia L. Herring
An Evaluation Of Two Peer Literacy Strategies For The Development Of Reading Comprehension In Third Grade, Low-Income Students, Olivia L. Herring
Honors Theses
Generally speaking, low-income students fall behind their peers when it comes to reading and comprehension. Comprehension is a necessary tool for success, both in school and beyond, and must be taught effectively to these struggling students (Beirne, & Velsor, 2012). Studies have shown the benefit of student discussion and utilization of peer reading strategies in the fostering of comprehension. This study will compare students’ success after reading passages using two peer reading comprehension strategies: Paragraph Shrinking (a component of Peer-Assisted Learning) and Reciprocal Teaching. There are many questions to explore: After using both strategies, does either one encourage greater independent …
Assessing Student Comprehension In Introductory Biology: A Comparison Of Free-Response And Multiple-True/False Exam Formats, Macy A. Potts, Brian Couch, Joanna K. Hubbard
Assessing Student Comprehension In Introductory Biology: A Comparison Of Free-Response And Multiple-True/False Exam Formats, Macy A. Potts, Brian Couch, Joanna K. Hubbard
UCARE Research Products
Question format is an important consideration when designing instruments to gauge student comprehension. In many lecture-style courses, instructors must decide how to effectively test a large group of students. Two common types of question formats used for introductory biology exams are free-response (FR) and multiple-true/false (MTF). FR questions include a question prompt which students respond to with essay-style answers. Conversely, MTF questions include an opening question stem with accompanying statements to be marked as either true or false. The goal of this study was to determine the advantages and disadvantages of FR and MTF question formats for assessing student comprehension …
Fluency Interventions And The Impact On Comprehension, Colleen Cook
Fluency Interventions And The Impact On Comprehension, Colleen Cook
Theses, Dissertations and Capstones
Reading fluency is understood to be the rate and accuracy of that which is being read and comprehension is the understanding of what has been read. Many studies support the concept that fluency skills support reading comprehension. Many students with specific learning disabilities lack the fluency skills needed for successful reading comprehension. This study provided fluency interventions to elementary students with specific learning disabilities and evaluated any comprehension gains. Students graphed their own fluency gains during the interventions and a pre-test and post-test were given to monitor comprehension. There was in increase in both the average fluency rate for each …
High School Science Teachers' Perceptions Of Teaching Content-Related Reading Comprehension Instruction, Theresa D. Williams
High School Science Teachers' Perceptions Of Teaching Content-Related Reading Comprehension Instruction, Theresa D. Williams
Walden Dissertations and Doctoral Studies
In order to achieve academic success, students must be able to comprehend written material in content-area textbooks. However, a large number of high school students struggle to comprehend science content. Research findings have demonstrated that students make measurable gains in comprehending content-area textbooks when provided quality reading comprehension instruction. The purpose of this study was to gain an understanding of how high school science teachers perceived their responsibility to provide content-related comprehension instruction and 10 high school science teachers were interviewed for this study. Data analysis consisted of open, axial, and selective coding. The findings revealed that 8 out of …
Supporting Beginning Readers In Reading To Learn: A Comprehension Strategy, Lori Mckee, Gay Carr
Supporting Beginning Readers In Reading To Learn: A Comprehension Strategy, Lori Mckee, Gay Carr
Education Publications
This teaching tip outlines a comprehension strategy designed to support early primary students in reading to learn while learning to read. The strategy is borne of our classroom practices and is designed to support young children in reading and understanding informational texts by facilitating close interactions between text and reader. Through the steps, Read, Stop, Think, Ask, Connect, the strategy supports beginning readers in recognizing and responding to the challenges that informational texts hold for reading and comprehending. The strategy is designed to be used flexibly to account for the diversity of readers and of texts within early primary …
Predicting Second Grade Listening Comprehension Using Prekindergarten Measures, Crystle N. Alonzo, Gloria Yeomans-Maldonado, Kimberly A. Murphy, Beau Bevens, Language And Reading Research Consortium (Larrc)
Predicting Second Grade Listening Comprehension Using Prekindergarten Measures, Crystle N. Alonzo, Gloria Yeomans-Maldonado, Kimberly A. Murphy, Beau Bevens, Language And Reading Research Consortium (Larrc)
Communication Disorders & Special Education Faculty Publications
Purpose: The purpose of this study was to determine prekindergarten predictors of listening comprehension in second grade. Methods: Within a large, 5-year longitudinal study, children progressing from prekindergarten to second grade were administered a comprehensive set of prekindergarten measures of foundational language skills (vocabulary and grammar), higher-level language skills (inferencing, comprehension monitoring, and text structure knowledge), listening comprehension, working memory, and nonverbal processing, as well as second grade measures of listening comprehension. Results: A prekindergarten measure of listening comprehension-the Test of Narrative Language-and a prekindergarten measure of foundational language skills and working memory-the Clinical Evaluation of Language Fundamentals-4 Recalling …